An Analysis of Factors Related to Receipt of Supports by Postsecondary English Learners With Disabilities

• In Event: AERA Roundtable Session 15
  In Roundtable Session: Transition and Postsecondary Access for All

Abstract

This study examined the relationship between demographic, disability-related, and transition planning experiences and receipt of disability-specific supports, as well as universally-available supports, such as tutors and writing-centers, at 2- and 4-year colleges by English learners with disabilities. The results indicate that English learners with disabilities who had a high school transition plan that specified postsecondary accommodations and supports as a needed post–high school service were more likely to access both types of supports in 2-and 4-year colleges. These findings suggest that secondary schools can influence the likelihood that students will seek out postsecondary supports and point to the importance of explicit instruction for high school English learners with disabilities related to accessing needed services at the college level.

Author

• Lynn A. Newman, SRI International